using eportfolios for general education assessment
DESCRIPTION
Using ePortfolios for General Education Assessment. AAC&U General Education and Assessment February 2014 Martha VanCleave Professor of Mathematics, Interim Director of Division of Continuing Education. Linfield College. Linfield College. - PowerPoint PPT PresentationTRANSCRIPT
Linfield Curriculum
AAC&U General Education and AssessmentFebruary 2014Martha VanCleaveProfessor of Mathematics, Interim Director of Division of Continuing Education
Using ePortfolios for General Education Assessment
Linfield College1Linfield College Private, comprehensive, undergraduate institution in the Pacific Northwest
47 majors through three programs:McMinnville - traditional liberal arts and pre-professional programs (1700 students)
A Portland Campus - Linfield-Good Samaritan School of Nursing (450 students)
The Adult Degree Program - a pioneer in adult education primarily online (805, 410 FTE students).
Linfield College
The Linfield Curriculum(LC)Linfields general education curriculum was revised in 2007The Linfield Curriculum StructureFour major components:Inquiry Seminar(INQS) writing intensive first year course
Six Modes of InquiryDiversity Studies
Major Writing-Intensive (MWI).
Linfield College4The Six Modes of InquiryCreative Studies (CS)
Individuals, Systems, and Societies (IS)
Natural World (NW)
Quantitative Reasoning (QR)
Ultimate Questions (UQ)
Vital Past (VP)
Linfield College5Upper-Division Mode of InquiryAn upper-division course (300 or above)
In one of the six modes of inquiryCS, IS, NW, QR, UQ or VP
From outside the major department
Linfield College6Diversity Studies Global Pluralisms (GP)
U.S. Pluralisms (US)
Linfield College7Linfield Curriculum Course Requirements - LCsStudents are required to complete:Inquiry Seminar (INQS) 1 course during first or second yearModes of Inquiry 6 courses,1 from each areaDiversity Studies - 2 courses,1 from each areaUpper-Division Mode of Inquiry - 1 courseMajor Writing Intensive Course - 1 courseThe INQS is 4 semester credits, all other courses are a minimum of 3 creditsTotal of 11 courses, minimum of 34 credits
Learning OutcomesUnique for each Mode of Inquiry and Diversity Studies areaDeveloped by a separate group of faculty (working group) for each Mode of Inquiry and Diversity Studies areaConsistent with LEAP Essential Learning Outcomes/VALUE rubricsRequests for courses to fulfill requirements reviewed and approved by working groupLearning outcomes utilized when reviewing coursesLearning Outcomes must be included in syllabusSyllabus must describe how learning outcomes will be metLinfield Curriculum Assessment Plan (LCAT)adopted 2010LCATStudents must demonstrate meeting the learning objectives of each mode of inquiry and area of diversity studies through:Direct evidenceChoosing an exemplar or exemplarsPosting the work in an online repository
Indirect EvidenceSupporting the choice of these exemplars with a reflection on how they meet the learning outcomes
Linfield College11LCATFaculty Working group for each LC designationDevelop rubric for assessing evidence of student learning outcomesAssess random sample of student submissions
Linfield CollegeDirect evidence assessment of exemplarsIndirect evidence - assessment of accompanying supporting paragraphs
12LCATAssessment of LC submissions on a rotating schedule2 designations per yearFirst assessment summer 2011 - QR and VP2012 US and NW2013 GP and UQ2014 CS and ISCycle repeats
Linfield CollegeDirect evidence assessment of exemplarsIndirect evidence - assessment of accompanying supporting paragraphs
13First Round of Assessment QR and VP assessedQR and VP assessmentExemplars submitted in LMS
Limited ability to provide instructions for students
No tool for collecting demographic data
Submissions downloaded for evaluation
Record of evaluation compiled manually
Linfield College15Assessing QR
ExemplarySatisfactoryUnsatisfactoryNA1. Pose questions involving quantitative relationships . . .35 (39.8%)24 (27.3%)25 (28.4%)4 (4.5%)2. Analyze problems by discussing models 17 (19.3%)29 (33.0%)38 (43.2%)4 (4.5%)3. Understand uses and constraints 7 (8%)17 (19.3%)59 (67.0%)5 (5.7%)4. Communicate and critique quantitative arguments.10 (11.4%)20 (22.7%)52 (59.1%)6 (6.8%)Assessing QRCalibrate use of assessment rubricRandom selection of submissions scored by 2 readers, then consensusResults
Linfield CollegeTeam of 4 faculty read and scored 10 submissions as a group
Each submission scored individually by 2 faculty. Final score assigned by consensus
17Assessing QRObservations and recommendationsRated satisfactory or above#1 67.1%#2 52.3%#3 27.3%#4 34.1%
Difficulty submitting materials from online courses
Students need guidance
Revision of learning outcomes
Need benchmarks
Linfield CollegeQualitative observations, recommendations1. The percentages of submissions rated as Satisfactory or above for the four learning outcomes were: LO1: 67.1%; LO2: 52.3%; LO3: 27.3%; LO4: 34.1%. 2. Identifying constraints, assumptions, and critiques of quantitative arguments were all embedded in Learning Outcomes with other kinds of skills. We recommend that a students ability to critique a quantitative argument, and to discuss its assumptions and limitations, be made its own Learning Outcome.3. Students who wished to submit material from online courses had a difficult time doing so. It may be impossible in some cases for students to access old assignments or exams. There needs to be some mechanism by which online course materials may be utilized in assessment.4. Students need guidance on selecting exemplars and writing an appropriate narrative. The narrative should be used by the student to clarify how the uploaded material fulfills each of the four learning outcomes. It is not enough to simply write: This artifact shows how this class meets the QR learning outcomes. In addition, students should always include the questions or prompts along with their answers and responses.5. We recommend revising the QR Learning Outcomes for better clarity and grouping of similar skills into discrete outcomes. We propose:1) Frame real-world questions using mathematical representations2) Apply a model to deduce consequences or make predictions3) Verbally communicate a quantitative argument4) Verbally critique a quantitative argument6. The QR group should discuss and propose benchmarks for each learning outcome, including goals for percentages of Satisfactory or better and for Exemplary. It could be appropriate to expect a higher proportion of Exemplary submissions for students fulfilling the Upper Division portion of the Linfield Curriculum compared to students fulfilling the basic requirements of the different modes of inquiry. The proposed benchmarks should be conveyed to the Curriculum Committee, where they may proceed through the appropriate channels for adoption by the faculty.
18Lessons LearnedStudents need direction and structure
Faculty should make connections between coursework and LC learning outcomes
Linfield College19Implementing an ePortfolio systemSelecting the ePortfolio PlatformWorking groupFaculty Dean of Student AffairsRegistrarAssociate Dean of FacultyChief Technology OfficerDirector of Educational Technologies
Linfield CollegeCurriculum Committee, LC working groups, and interested departments
21Selecting the ePortfolio PlatformCriteriaTiered accessMatricesEvaluationAreas for student reflectionAbility to aggregate dataAesthetics and usabilitySupport from provider
Linfield CollegeTiered access including being able to restrict access to specific individuals/groups both external and internal Matrices we need the ability to have multiple matrices accessible for student useEvaluation especially the ability to easily access information in a usable formatAreas for student reflection essential to the Linfield Curriculum Assessment PlanAbility to aggregate data in a way that is useful for institutional research, the registrar, accreditation, individual departments, and others with a need for dataAesthetics and usability if students dont like its aesthetics they wont buy into its use, if faculty and other users dont find it easy to use they will be reluctant to implement22
TaskStream and LinfieldCreate a Directed Response Folio (DRF)Work done by team of facultySupported by TaskStream Mentoring Services
Linfield College23The DRF
Linfield College.
24The DRF formhttps://www.taskstream.com/Main/main_frame.aspForm for each areaCourse LocationCourse Subject CodeCourse NumberCourse NameCourse Delivery (option that best describes how this course was taught)Year Course Was TakenClass StandingTerm Course Was Taken
Linfield CollegeThe DRF formLC OutcomesPlease select all of the QR learning outcomes covered in this course. For courses taken at Linfield, this information can be found in your course syllabus. For transfer courses, check all that apply. Note that for courses taken at Linfield, all four learning outcomes should be selected. In addition, if this is a transfer course, please select "Transfer Course."Description of Assignment(s) for Submission Supporting Description of Quantitative Reasoning Exemplars
Linfield CollegeTaskStream and LinfieldEnroll faculty and students Create single sign-on using CatNET Username and Passwordhttps://www.linfield.edu/taskstream/index.php
Batch process enrollment via secure FTP site
Linfield College
Assessment Using TaskstreamDeveloping Rubrics with Taskstream
Beneficial Features of TaskStreamDRF provides structure for students
Form developed to provide explicit instructions
Online evaluation using the rubric
Data storage
Data reporting
Linfield CollegeForm includes:listing of the learning outcomes for each LCrequires student to select which outcomes were meetrequires student to describe the assignment, including specific instructions, that the exemplar fulfillsprompts student to reflect explicitly on how the submitted work meets the selected outcomes
Online evaluationscored using rubricability to reconcile electronicallyprovides comprehensive data on evaluation
Data storageWith the LMS, student work had to be downloaded and reviewed LMS changed, server unstableWith TaskStream data available long term
Data reportingAble to generate reports
30Assessing NW
ExemplarySatisfactoryUnsatisfactoryAve. Score1. Use scientific method. . .13 (17%)6 (8%)56 (75%)0.432. Think critically27 (36%)29 (39%)19 (25%)1.113. Historical development of ideas12 (16%)5 (7%)58 (77%)0.394. Appreciate how knowledge affects...12 (16%)26 (35%)37 (49%)0.67Assessing NWCalibrate use of assessment rubricRandom selection of submissions scored by readersResults
Linfield CollegeTeam of 4 faculty read and scored 10 submissions as a group
Each submission scored individually by 2 faculty. Final score assigned by consensus
32Assessing NWObservations and recommendationsRated satisfactory or above#1 25%#2 75%#3 23%#4 51%Only 6 submission (8%) received at least a satisfactory for all four learning outcomes13 submissions (17%) received no satisfactory scoresMost students submitted a single documentLack of understanding of what constitutes a goo exemplarRevision of learning outcomes
Linfield CollegeQualitative observations, recommendations1. The percentages of submissions rated as Satisfactory or above for the four learning outcomes were: LO1: 67.1%; LO2: 52.3%; LO3: 27.3%; LO4: 34.1%. 2. Identifying constraints, assumptions, and critiques of quantitative arguments were all embedded in Learning Outcomes with other kinds of skills. We recommend that a students ability to critique a quantitative argument, and to discuss its assumptions and limitations, be made its own Learning Outcome.3. Students who wished to submit material from online courses had a difficult time doing so. It may be impossible in some cases for students to access old assignments or exams. There needs to be some mechanism by which online course materials may be utilized in assessment.4. Students need guidance on selecting exemplars and writing an appropriate narrative. The narrative should be used by the student to clarify how the uploaded material fulfills each of the four learning outcomes. It is not enough to simply write: This artifact shows how this class meets the QR learning outcomes. In addition, students should always include the questions or prompts along with their answers and responses.5. We recommend revising the QR Learning Outcomes for better clarity and grouping of similar skills into discrete outcomes. We propose:1) Frame real-world questions using mathematical representations2) Apply a model to deduce consequences or make predictions3) Verbally communicate a quantitative argument4) Verbally critique a quantitative argument6. The QR group should discuss and propose benchmarks for each learning outcome, including goals for percentages of Satisfactory or better and for Exemplary. It could be appropriate to expect a higher proportion of Exemplary submissions for students fulfilling the Upper Division portion of the Linfield Curriculum compared to students fulfilling the basic requirements of the different modes of inquiry. The proposed benchmarks should be conveyed to the Curriculum Committee, where they may proceed through the appropriate channels for adoption by the faculty.
33New NW Learning OutcomesCourses with the NW designation are intended to help students understand the scientific method. In particular, students must demonstrate1) an understanding of the theoretical and/or experimental background of a particular topic or model, sufficient to form a hypothesis2) an ability to critically analyze results of scientific inquiry in light of assumptions,3) an understanding of how scientific results can be extended to more general situations in contemporary societyCourses with NW designation address all of the above learning outcomes.
Lessons LearnedMore attention needs to be paid to developing studentsunderstanding of what makes a good exemplar
Linfield College35Advantages of Using TaskstreamStreamlines mechanics of evaluation processAdditional reports available (summary statistics)Provides for more meaningful faculty discussionsBetween pairs of faculty evaluatorsAmong members of working group (4 faculty)With faculty teaching courses in each area through sharing of assessment results
ChallengesStudent understanding of the LC assessment Individual student data is not assessedProblematic to ensure students take the task seriouslyNeed to further develop reflective habit of mindFaculty developmentUse of ePortfolioConsistent articulation of relationship between LC learning outcomes and course content
Linfield College37ThanksLinfield CollegeCharles Dunn - Curriculum Committee Chair, director of LC Assessment, co-author of DRFSusan Agre-Kippenhan Vice President of Academic Affairs, Dean of Faculty
TaskStreamBen Coulter Manager, Systems ImplementationJose Romero Mentoring Services Lauren McCarty Associate Director of MarketingDara Wexler Education Solutions SpecialistTrudy Milburn - Education Solutions Specialist
Linfield College38ContactQuestions contact Martha VanCleave [email protected]
Linfield College
39